This Core is designed for students in VCE YEAR LEVEL, Year 11
Big Idea: Every cell is derived from a pre-existing cell.
What you intend the students to learn about this idea.
Passing identical genetic material to cellular offspring is a crucial function of cell division. In preparation for cell division, chromosomes replicated, each one then consisting of two identical sister chromatids. The chromatids separated during cell division, becoming the chromosomes of the new daughter cells. Eukaryotic cell division consists of mitosis (division of the nucleus) and cytokinesis (division of the cytoplasm). The purposes of cell replication are growth, development, maintenance and repair. Prokaryotes reproduce by a type of cell division called binary fission. During binary fission, the bacterial chromosome replicates and the two daughter chromosomes actively move apart. Between divisions, cells are in interphase: the G1, S, and G2 phases. The cell grows throughout interphase, but DNA is replicated only during the S phase. Mitosis and cytokinesis make up the M phase of the cell cycle. Mitosis is a continuous process, often described as occurring in five stages: prophase, prometaphase, metaphase, anaphase, and telophase. Under the control of genes, cells undergo differentiation during embryonic development, becoming different from each other; in the adult organism, there are many highly specialized cell types.
Why it is important for students to know this.
Unicellular organisms reproduced by cell division. Multicellular organisms depend on it for development from a fertilized egg, growth, and repair. This knowledge enables understanding of the dramatic transformation of a cell into an organism through interrelated processes.
What else you know about this idea (that you do not intend students to know yet).
The cell cycle is regulated by a molecular control system; The process of meiosis; The blastula and gastrula stage in animal development; Morphogenesis; The molecular basis of cell differentiation.
Difficulties/ limitations connected with teaching this idea.
The explanation of what is occurring are quite abstract because of the microscopic level; Need to understand the emergence of the first cells; Students’ lack of knowledge of genetics can make explanation in this area difficult.
Knowledge about students’ thinking /difficulties connected with teaching this idea.
Students with spatial visualization ability may have more difficulty navigating computer interfaces when using computer imagery; Physical models of microscopic structures and concepts might better enable kinaesthetic learner to understand microscopic structures that cannot be touched;
Teaching procedures (and particular reasons for using these to engage with this idea).
Using yarn as a physical analogue of chromosome to demonstrate mitosis; Using video clips to demonstrate the biological process; Using “Jigsaw” method, students explain and listen to others what occurred in different stages of mitosis. Arrange the diagram of mitosis process in order; Students observe microscope slides when plant or animal cells undergo mitosis; Students will be given material to make models of the various stages of mitosis. They then need to take digital pictures to make movie; Have students to think why they, as the product of many mitotic divisions, are not just a ball of identical cells. Research about cell differentiation in animal development or plant development and present orally in class.
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).
Follow-up questions by the teacher or students can probe understanding when students display their movies and present their findings. For example, what if a new cell lacks one or more of the chromosomes? How many chromosomes in any given stage of mitosis?How many cells generated by any given mitotic division? What are the fundamental differences between plants and animals in their mechanisms of development? etc.
VCE YEAR LEVEL,
Year 11
In preparation for cell division, chromosomes replicated, each one then consisting of two identical sister chromatids. The chromatids separated during cell division, becoming the chromosomes of the new daughter cells. Eukaryotic cell division consists of mitosis (division of the nucleus) and cytokinesis (division of the cytoplasm). The purposes of cell replication are growth, development, maintenance and repair.
Prokaryotes reproduce by a type of cell division called binary fission. During binary fission, the bacterial chromosome replicates and the two daughter chromosomes actively move apart.
Between divisions, cells are in interphase: the G1, S, and G2 phases. The cell grows throughout interphase, but DNA is replicated only during the S phase. Mitosis and cytokinesis make up the M phase of the cell cycle. Mitosis is a continuous process, often described as occurring in five stages: prophase, prometaphase, metaphase, anaphase, and telophase.
Under the control of genes, cells undergo differentiation during embryonic development, becoming different from each other; in the adult organism, there are many highly specialized cell types.
This knowledge enables understanding of the dramatic transformation of a cell into an organism through interrelated processes.
The process of meiosis;
The blastula and gastrula stage in animal development;
Morphogenesis;
The molecular basis of cell differentiation.
Need to understand the emergence of the first cells;
Students’ lack of knowledge of genetics can make explanation in this area difficult.
/difficulties connected with teaching this idea.
Students with spatial visualization ability may have more difficulty navigating computer interfaces when using computer imagery;
Physical models of microscopic structures and concepts might better enable kinaesthetic learner to understand microscopic structures that cannot be touched;
(and particular reasons for using these to engage with this idea).
Using yarn as a physical analogue of chromosome to demonstrate mitosis;
Using video clips to demonstrate the biological process;
Using “Jigsaw” method, students explain and listen to others what occurred in different stages of mitosis. Arrange the diagram of mitosis process in order;
Students observe microscope slides when plant or animal cells undergo mitosis;
Students will be given material to make models of the various stages of mitosis. They then need to take digital pictures to make movie;
Have students to think why they, as the product of many mitotic divisions, are not just a ball of identical cells. Research about cell differentiation in animal development or plant development and present orally in class.
(include likely range of responses).